Pub Date : 2021-06-20DOI: 10.1080/09362835.2021.1938055
B. Anđić, A. Šorgo, Stanko Cvjetićanin, Mirjana Maričić, D. Stešević
ABSTRACT General education of visually impaired individuals is a significant challenge for educators, policymakers, and researchers. This study investigates the specificity with which people with blindness or ultra-low vision (acronym PU is used for the purpose of this paper) perceive the characteristics of reproductive plant parts (spore-bearing parts of mosses and ferns and seed-bearing parts of conifers and flowering plants) during their multisensory exploration. One hundred participants with visual acuity worse than 3/60 from Austria and Montenegro participated in the research. This research uses descriptive and mixed methods of content analysis. The results of this study have shown that PU can perceive the characteristics of reproductive plant parts, which is necessary for both their primary and secondary biological education. There is a discrepancy in the sequencing of the learning content in the biological textbooks from which PU are taught about plants and the sequencing of the descriptions based on the multisensory exploration of the participants. The descriptions of reproductive plant parts in learning material for students with visual impairment should be aligned to their multisensory perceptions through both macro and micro adaptation.
{"title":"Multisensory Identification of Characteristics of Reproductive Plant-Parts by People with Blindness or People with Ultra-Low-Vision","authors":"B. Anđić, A. Šorgo, Stanko Cvjetićanin, Mirjana Maričić, D. Stešević","doi":"10.1080/09362835.2021.1938055","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938055","url":null,"abstract":"ABSTRACT General education of visually impaired individuals is a significant challenge for educators, policymakers, and researchers. This study investigates the specificity with which people with blindness or ultra-low vision (acronym PU is used for the purpose of this paper) perceive the characteristics of reproductive plant parts (spore-bearing parts of mosses and ferns and seed-bearing parts of conifers and flowering plants) during their multisensory exploration. One hundred participants with visual acuity worse than 3/60 from Austria and Montenegro participated in the research. This research uses descriptive and mixed methods of content analysis. The results of this study have shown that PU can perceive the characteristics of reproductive plant parts, which is necessary for both their primary and secondary biological education. There is a discrepancy in the sequencing of the learning content in the biological textbooks from which PU are taught about plants and the sequencing of the descriptions based on the multisensory exploration of the participants. The descriptions of reproductive plant parts in learning material for students with visual impairment should be aligned to their multisensory perceptions through both macro and micro adaptation.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"310 - 323"},"PeriodicalIF":1.3,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2021.1938055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45797787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.1080/09362835.2020.1727330
Areej Almutairi, N. Kawai, Abeer AlHarbi
ABSTRACT Integrating students with intellectual disability in mainstream higher education is an important step toward inclusivity and true diversity in education. To create effective environments for these students, it is imperative to understand the attitudes of the administrators and faculty members who will be guiding them. A random sampling method was used to survey twenty-eight administrators and 172 faculty members at King Saud University. The questionnaire focused on the integration of students with intellectual disability into higher education. The questionnaire was based on a previously validated questionnaire, and the data were analyzed using descriptive statistics and the Mann-Whitney U Test. The results found that the faculty and administrators had positive attitudes toward integrating these students, but there were concerns about the influences on non-disabled students’ educational quality and university changes. The implications of the study and future research directions are discussed to help improve postsecondary education.
{"title":"Faculty Members’ and Administrators’ Attitudes on Integrating Students with Intellectual Disability into Postsecondary Education","authors":"Areej Almutairi, N. Kawai, Abeer AlHarbi","doi":"10.1080/09362835.2020.1727330","DOIUrl":"https://doi.org/10.1080/09362835.2020.1727330","url":null,"abstract":"ABSTRACT Integrating students with intellectual disability in mainstream higher education is an important step toward inclusivity and true diversity in education. To create effective environments for these students, it is imperative to understand the attitudes of the administrators and faculty members who will be guiding them. A random sampling method was used to survey twenty-eight administrators and 172 faculty members at King Saud University. The questionnaire focused on the integration of students with intellectual disability into higher education. The questionnaire was based on a previously validated questionnaire, and the data were analyzed using descriptive statistics and the Mann-Whitney U Test. The results found that the faculty and administrators had positive attitudes toward integrating these students, but there were concerns about the influences on non-disabled students’ educational quality and university changes. The implications of the study and future research directions are discussed to help improve postsecondary education.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"29 - 40"},"PeriodicalIF":1.3,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1727330","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42824089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-27DOI: 10.1080/09362835.2020.1743707
M. Ok, Sarah K. Howorth
ABSTRACT Video modeling (VM) is known as an effective practice for teaching various skills to students with disabilities. However, there are a lack of studies investigating the effects of VM on improving student academic reading skills. The 13 selected single-case design studies published by 2019 were systematically reviewed to understand how VM was used for teaching reading skills to PK-12 grade students with disabilities or at risk, and the effects of VM on improving their reading performance. In addition, the methodological quality of the studies was evaluated using the What Works Clearing house standards. Results of this study revealed that VM intervention was effective for improving students’ reading skills. However, the results indicated the effect was smaller than the effects of VM on non-academic skills that previous studies have reported. The results also indicated that there was a tendency that VM was used for teaching fluency skills mostly and iPads have been frequently used in recent years. Directions for future research and implications for practice are discussed.
{"title":"Use of Video Modeling for Reading Instruction for Students with Disabilities or at Risk: A Research Synthesis","authors":"M. Ok, Sarah K. Howorth","doi":"10.1080/09362835.2020.1743707","DOIUrl":"https://doi.org/10.1080/09362835.2020.1743707","url":null,"abstract":"ABSTRACT Video modeling (VM) is known as an effective practice for teaching various skills to students with disabilities. However, there are a lack of studies investigating the effects of VM on improving student academic reading skills. The 13 selected single-case design studies published by 2019 were systematically reviewed to understand how VM was used for teaching reading skills to PK-12 grade students with disabilities or at risk, and the effects of VM on improving their reading performance. In addition, the methodological quality of the studies was evaluated using the What Works Clearing house standards. Results of this study revealed that VM intervention was effective for improving students’ reading skills. However, the results indicated the effect was smaller than the effects of VM on non-academic skills that previous studies have reported. The results also indicated that there was a tendency that VM was used for teaching fluency skills mostly and iPads have been frequently used in recent years. Directions for future research and implications for practice are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"78 - 91"},"PeriodicalIF":1.3,"publicationDate":"2020-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1743707","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49532258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-22DOI: 10.1080/09362835.2020.1850455
Kristina Rios, M. Burke
ABSTRACT Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD). However, many families face barriers to participation in the special education process. Latino families especially face systemic barriers when participating in educational decision-making for their children with IDD. Notably, parent programs have been developed to facilitate parent participation in educational decision-making. However, it is unclear whether such programs are culturally responsive to Latino families. The purpose of this systematic literature review was to explore the literature about interventions to support families of children with IDD in improving: special knowledge, advocacy, empowerment, or access to services. Altogether, 21 studies were identified. Of the 21 studies, there were 12 unique interventions. Findings revealed that parent program interventions may yield positive effects on knowledge, advocacy, and empowerment but little is known about access to services. In addi`tion, most of the interventions used a train-the-trainer model and relied on a cohort program. Notably, interventions did not proportionately include Latino individuals nor did they make basic efforts to include Latino individuals. This review has implications for research and practice.
{"title":"The Effectiveness of Special Education Training Programs for Parents of Children with Disabilities: A Systematic Literature Review","authors":"Kristina Rios, M. Burke","doi":"10.1080/09362835.2020.1850455","DOIUrl":"https://doi.org/10.1080/09362835.2020.1850455","url":null,"abstract":"ABSTRACT Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD). However, many families face barriers to participation in the special education process. Latino families especially face systemic barriers when participating in educational decision-making for their children with IDD. Notably, parent programs have been developed to facilitate parent participation in educational decision-making. However, it is unclear whether such programs are culturally responsive to Latino families. The purpose of this systematic literature review was to explore the literature about interventions to support families of children with IDD in improving: special knowledge, advocacy, empowerment, or access to services. Altogether, 21 studies were identified. Of the 21 studies, there were 12 unique interventions. Findings revealed that parent program interventions may yield positive effects on knowledge, advocacy, and empowerment but little is known about access to services. In addi`tion, most of the interventions used a train-the-trainer model and relied on a cohort program. Notably, interventions did not proportionately include Latino individuals nor did they make basic efforts to include Latino individuals. This review has implications for research and practice.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"215 - 231"},"PeriodicalIF":1.3,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1850455","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44312135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-07DOI: 10.1080/09362835.2020.1850452
Sanyin Cheng, K. Sin
ABSTRACT This study explores how students’ thinking styles are related to their career decision-making self-efficacy, by administering the Thinking Styles Inventory-Revised II and the Career Decision-Making Self-Efficacy Scale–Short Form to 484 deaf or hard-of-hearing (DHH) and 449 hearing university students in mainland China. Results show that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of career decision-making self-efficacy, while those with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels. The contributions, limitations, and implications of the present research are discussed.
{"title":"Thinking Styles and Career Decision-making Self-efficacy among Deaf or Hard of Hearing, and Hearing Students","authors":"Sanyin Cheng, K. Sin","doi":"10.1080/09362835.2020.1850452","DOIUrl":"https://doi.org/10.1080/09362835.2020.1850452","url":null,"abstract":"ABSTRACT This study explores how students’ thinking styles are related to their career decision-making self-efficacy, by administering the Thinking Styles Inventory-Revised II and the Career Decision-Making Self-Efficacy Scale–Short Form to 484 deaf or hard-of-hearing (DHH) and 449 hearing university students in mainland China. Results show that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of career decision-making self-efficacy, while those with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels. The contributions, limitations, and implications of the present research are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"167 - 181"},"PeriodicalIF":1.3,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1850452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47026644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1080/09362835.2020.1850453
LaRon A. Scott, A-M Brown, Weade Wallace, Christopher J. Cormier, C. Powell
ABSTRACT Ample research exists regarding various reasons special education teachers leave the profession, yet little attention is given to factors that promote professional persistence. The current study was used to address the factors that might encourage the persistence of Black special education teachers (BSETs), who face numerous challenges frequently leading to attrition. Three focus groups with BSETs (N = 9) were conducted and grounded theory analytic procedures were used to generate a preliminary grounded theory, Black Special Education Teacher Persistence in Schools, to explain BSETs' persistence. Participants reported being motivated to change special education systems for students of color with disabilities. Participants described being motivated to change systems based on situational challenges (e.g., poor sense of belonging, bias toward qualifications) distinctively experienced by BSETs. Considerations for future research, educational policy, and practice are discussed.
{"title":"If We’re Not Doing It, Then Who? A Qualitative Study of Black Special Educators’ Persistence","authors":"LaRon A. Scott, A-M Brown, Weade Wallace, Christopher J. Cormier, C. Powell","doi":"10.1080/09362835.2020.1850453","DOIUrl":"https://doi.org/10.1080/09362835.2020.1850453","url":null,"abstract":"ABSTRACT Ample research exists regarding various reasons special education teachers leave the profession, yet little attention is given to factors that promote professional persistence. The current study was used to address the factors that might encourage the persistence of Black special education teachers (BSETs), who face numerous challenges frequently leading to attrition. Three focus groups with BSETs (N = 9) were conducted and grounded theory analytic procedures were used to generate a preliminary grounded theory, Black Special Education Teacher Persistence in Schools, to explain BSETs' persistence. Participants reported being motivated to change special education systems for students of color with disabilities. Participants described being motivated to change systems based on situational challenges (e.g., poor sense of belonging, bias toward qualifications) distinctively experienced by BSETs. Considerations for future research, educational policy, and practice are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"182 - 196"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1850453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42181350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-01DOI: 10.1080/09362835.2020.1850457
Kristie Asaro-Saddler, Mariola Moeyaert, Xinyun Xu, Xiaoyi Yerden
ABSTRACT In this study, we conducted a multilevel meta-analysis to determine whether the self-regulated strategy development (SRSD) approach to teaching writing to students with autism spectrum disorder (ASD) improves significantly the number of words written and overall quality of writing, whether the effects of SRSD were consistent or variable across studies, and whether the moderator of age could explain the potential variability in the number of words written and overall quality of writing. Results indicated that SRSD had large, statistically significant and meaningful effects on the number of words written and overall quality of writing. There was variability in the effectiveness of SRSD, both between cases and between studies, and older students had benefitted more from the intervention, but only for number of words. Implications and directions for future research are provided.
{"title":"Multilevel meta-analysis of the effectiveness of self-regulated strategy development in writing for children with ASD","authors":"Kristie Asaro-Saddler, Mariola Moeyaert, Xinyun Xu, Xiaoyi Yerden","doi":"10.1080/09362835.2020.1850457","DOIUrl":"https://doi.org/10.1080/09362835.2020.1850457","url":null,"abstract":"ABSTRACT In this study, we conducted a multilevel meta-analysis to determine whether the self-regulated strategy development (SRSD) approach to teaching writing to students with autism spectrum disorder (ASD) improves significantly the number of words written and overall quality of writing, whether the effects of SRSD were consistent or variable across studies, and whether the moderator of age could explain the potential variability in the number of words written and overall quality of writing. Results indicated that SRSD had large, statistically significant and meaningful effects on the number of words written and overall quality of writing. There was variability in the effectiveness of SRSD, both between cases and between studies, and older students had benefitted more from the intervention, but only for number of words. Implications and directions for future research are provided.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"150 - 166"},"PeriodicalIF":1.3,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1850457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42606183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-25DOI: 10.1080/09362835.2020.1850454
Holly M. Long, Emily C. Bouck, Anna Domka
ABSTRACT Limited research exists to target algebra instruction for students with intellectual and developmental disabilities (IDD). In this study, researchers compared the use of concrete – with scaffolds added by researchers – and virtual algebra tiles – with inherent scaffolds – to support the acquisition, fluency, and generalization of linear algebra for three middle school students with IDD. In the single case alternating treatments design, all three participants were successful in solving two-step addition and subtraction linear algebra problems with both manipulative types. Students were successful in best treatment sessions, but struggled to generalize to solving the problems without the use of the either manipulative. This study contributes to the limited literature on algebra instruction for students with IDD and suggests both concrete and virtual algebra tiles can successful support students with linear algebra.
{"title":"Manipulating Algebra: Comparing Concrete and Virtual Algebra Tiles for Students with Intellectual and Developmental Disabilities","authors":"Holly M. Long, Emily C. Bouck, Anna Domka","doi":"10.1080/09362835.2020.1850454","DOIUrl":"https://doi.org/10.1080/09362835.2020.1850454","url":null,"abstract":"ABSTRACT Limited research exists to target algebra instruction for students with intellectual and developmental disabilities (IDD). In this study, researchers compared the use of concrete – with scaffolds added by researchers – and virtual algebra tiles – with inherent scaffolds – to support the acquisition, fluency, and generalization of linear algebra for three middle school students with IDD. In the single case alternating treatments design, all three participants were successful in solving two-step addition and subtraction linear algebra problems with both manipulative types. Students were successful in best treatment sessions, but struggled to generalize to solving the problems without the use of the either manipulative. This study contributes to the limited literature on algebra instruction for students with IDD and suggests both concrete and virtual algebra tiles can successful support students with linear algebra.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"197 - 214"},"PeriodicalIF":1.3,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1850454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43504067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-25DOI: 10.1080/09362835.2020.1850456
Zach Rossetti, M. Burke, Kristina Rios, J. Tovar, Kristen Schraml-Block, Javier I. Rivera, J. Cruz, James D. Lee
ABSTRACT Parent advocacy has led to improved educational access and outcomes for students with disabilities. Extant research indicates that parents are more likely to participate in individual advocacy than systemic advocacy. Due to the preponderance of individual advocacy, limited research has focused on systemic advocacy. Thus, the purpose of this study was to explore individual and systemic advocacy among parents of children with disabilities. Prior to attending a training on civic engagement, 127 parents from four states participated in English- or Spanish-speaking focus groups. Results indicated participants more frequently engaged in individual advocacy than systemic advocacy and utilized a greater variety of individual advocacy strategies. Additionally, parent advocacy can be developmental, moving from individual to systemic efforts. Participants also identified barriers and facilitators impacting their systemic and individual advocacy. Implications for future research and practice are discussed.
{"title":"From Individual to Systemic Advocacy: Parents as Change Agents","authors":"Zach Rossetti, M. Burke, Kristina Rios, J. Tovar, Kristen Schraml-Block, Javier I. Rivera, J. Cruz, James D. Lee","doi":"10.1080/09362835.2020.1850456","DOIUrl":"https://doi.org/10.1080/09362835.2020.1850456","url":null,"abstract":"ABSTRACT Parent advocacy has led to improved educational access and outcomes for students with disabilities. Extant research indicates that parents are more likely to participate in individual advocacy than systemic advocacy. Due to the preponderance of individual advocacy, limited research has focused on systemic advocacy. Thus, the purpose of this study was to explore individual and systemic advocacy among parents of children with disabilities. Prior to attending a training on civic engagement, 127 parents from four states participated in English- or Spanish-speaking focus groups. Results indicated participants more frequently engaged in individual advocacy than systemic advocacy and utilized a greater variety of individual advocacy strategies. Additionally, parent advocacy can be developmental, moving from individual to systemic efforts. Participants also identified barriers and facilitators impacting their systemic and individual advocacy. Implications for future research and practice are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"232 - 247"},"PeriodicalIF":1.3,"publicationDate":"2020-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1850456","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46133182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-20DOI: 10.1080/09362835.2020.1850451
Derek B. Rodgers, S. Datchuk, A. Rila
ABSTRACT Writing has implications for the academic, vocational, and social pursuits of students. Unfortunately, many students with disabilities – including those with intellectual and developmental disabilities – struggle with a foundational aspect of written expression: text writing within sentences and paragraphs. This study used a multiple-baseline across students' design to investigate the effects of a multicomponent intervention, explicit instruction with timed practice, on the fluent sentence text writing or sentence construction of four postsecondary students with intellectual and developmental disabilities. We tested effects on sentence text writing measures and application to paragraph text writing. Data were analyzed through visual analysis and Tau-U effect sizes. The results of the intervention suggest that the multicomponent intervention had mixed effects on the sentence text and paragraph text writing of students. How the study contributes to the broader writing literature is discussed and limitations are presented.
{"title":"Effects of a Text-Writing Fluency Intervention for Postsecondary Students with Intellectual and Developmental Disabilities","authors":"Derek B. Rodgers, S. Datchuk, A. Rila","doi":"10.1080/09362835.2020.1850451","DOIUrl":"https://doi.org/10.1080/09362835.2020.1850451","url":null,"abstract":"ABSTRACT Writing has implications for the academic, vocational, and social pursuits of students. Unfortunately, many students with disabilities – including those with intellectual and developmental disabilities – struggle with a foundational aspect of written expression: text writing within sentences and paragraphs. This study used a multiple-baseline across students' design to investigate the effects of a multicomponent intervention, explicit instruction with timed practice, on the fluent sentence text writing or sentence construction of four postsecondary students with intellectual and developmental disabilities. We tested effects on sentence text writing measures and application to paragraph text writing. Data were analyzed through visual analysis and Tau-U effect sizes. The results of the intervention suggest that the multicomponent intervention had mixed effects on the sentence text and paragraph text writing of students. How the study contributes to the broader writing literature is discussed and limitations are presented.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"310 - 325"},"PeriodicalIF":1.3,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1850451","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44757889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：